[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:03] Good evening and welcome to September 8th, 2026, Shorewood School Board meeting. And I will call us to order and would like to have a motion to adopt the agenda. I'll move adoption of the agenda. Can I get a second? All in favor? Aye. Aye. Motion passes. Overreaching. Overreaching.
[0:33] Thank you Dr. Burgos our students are leaders who challenge themselves to grow and achieve academically pursue their passions navigate change learn continuously and continue to the common good.
[0:45] Awesome and we will move on to awards and recognitions.
[0:49] Yes, I have a few first welcome back to school everyone.
[0:53] It is fantastic to be here.
[0:56] We have our student board reps here this evening.
[0:58] So now we know we are back in the routine.
[1:00] We're really excited.
[1:01] Even Sebastian to have you here tonight.
[1:03] And just a huge thank you to everybody
[1:06] for all the efforts to have a really successful
[1:09] back to school week.
[1:11] I want to start off by thanking Dr. Sina Skeleton
[1:14] for joining our all staff back to school kickoff event
[1:17] on August 28th.
[1:19] She shared a keynote address that focused
[1:21] on our work towards rightful presence
[1:22] and for working with instructional team leaders in the district again today.
[1:27] You'll be hearing more about the rightful presence initiative this year
[1:30] as we work with Dr. Skeleton and other districts across the country
[1:34] who are selected to serve as model demonstration sites for this partnership
[1:38] in spring of 2024.
[1:41] Our Greyhounds Athletics program have been in action since early August
[1:45] and our Boys' Varsity Soccer team has gotten off to a great start this season
[1:49] with a current record of 4.0 and 1.
[1:52] Both the JV and varsity teams are playing Waukesha
[1:55] South this evening in our stadium,
[1:57] and they will travel to Nikolae for matches on Thursday.
[2:01] The girls JV and varsity volleyball teams
[2:03] are also in action at home tonight against Kutahe
[2:06] in the SHS arena.
[2:08] Our boys' volleyball teams will play a way
[2:10] at Greenfield High School on Wednesday,
[2:12] and our boys and girls' varsity cross-country teams
[2:15] will run in the Winnegaming Night Meat on Friday.
[2:17] Last but not least, our girls' time to see me play Franklin at home on Monday, September 14th. Go,
[2:23] great homes. Go, hounds indeed. That's great. And welcome to the two of you. We're so pleased to
[2:31] have you here.
[2:34] Student achievement and results. Introduction of the 2026-2027 student boardwrapped. We got
[2:41] that, and we will offer up our first public comment for the evening. If there's
[2:49] anyone in the audience who would like to come forward, please step up to this
[2:53] table here, and when you get yourself settled and seated, state your name and
[2:59] address for us. Welcome.
[3:05] Hi. My name is Ron, and I live on 3909 North
[3:11] Maria Avenue. I go to the intermediate school and recently we have had a new phone policy that consists
[3:17] of us not being able to have our phones in the hallways. And in my opinion and many other students,
[3:24] we feel like this policy is very unfair. Miss Rogers has informed me why we needed a policy because
[3:30] of the new law that we had and I agree with the law that we shouldn't be able to have our phones
[3:37] like using them in the classroom, but what I don't understand is why we have the policy of us not being able to show them in the hallway.
[3:51] So one of my questions is why did we choose this policy and did we have any other policies that we could have chosen or was it only this one?
[4:03] That's a great question.
[4:08] I think I'm going to put these two on the spot. I think the student, I know I'm just going
[4:17] to suggest that she connect with her student reps. Yeah. Yeah. So you might want to reach out to
[4:24] the SIS group and SHS group to see how they feel about policy.
[4:31] So that was one of my questions. My other question is for the policy that we had, is it like
[4:41] one of the rules that we get a warning first or is it straight to email if we get our
[4:46] phone? Like if I'm walking in the hallway and my phone's in my hands, I'm not on it.
[4:56] Is
[4:57] it email. Again my phone took it email and then that.
[5:03] So what we what I can do is make sure I know
[5:06] that principal Rogers has been meeting with classes but I can definitely ask her to follow up
[5:11] with you and other students about that at school. Okay thank you. Um that's all I like to say. Um
[5:18] thank you for hearing me out. Okay thank you. Thanks for thanks tonight. I think proud of you. Yeah
[5:24] Yeah, that's awesome,
[5:29] that is a hot topic, right?
[5:33] One policy across the nation.
[5:36] Anyone online, Jack?
[5:41] Okay, thank you.
[5:42] We'll move on to the Superintendents report.
[5:46] Okay, well, as I stated earlier, we've got,
[5:49] we are in the swing of back to school.
[5:51] So many awesome things happening in our classrooms,
[5:54] including one of my updates was actually cell phone policy.
[5:58] So as just stated, there was new law that was put into place this past school year or just recently, but the practices that we already had in place already were in compliance with the law.
[6:12] But I think the students question is valid about like, why did we make specific choices because you can be more or less strict about student access to cell phones during the day.
[6:26] And so definitely, that was a definite choice to have cell phones off in a way all day long at the intermediate school.
[6:34] When we first started implementing that practice a couple of years ago, students were allowed to use their phones during lunch.
[6:42] And then once you open that door, it gets really hard to close it back up.
[6:47] So the tighter you start with the expectations, the easier it is to maintain consistency.
[6:53] But I do appreciate student voice around that and always welcome their perspective because
[7:00] we need to listen to what our students have to say as well.
[7:03] And it's also important for them to understand the why behind the choices that we make.
[7:08] So I'll continue on that in terms of some of the important policy changes.
[7:13] So student cell phone use is one of them.
[7:16] And again, there was some law that was put into place to prohibit cell phones.
[7:21] And it isn't just phones, it's really any kind of portable communication device, so you'll
[7:25] see that in our policy, another acronym, PCDs, but it also refers to any kind of wearable
[7:30] technology.
[7:31] So that includes earbuds, it includes smart glasses.
[7:35] I'm not sure how we're going to be trained in identifying all these devices, but it's really
[7:39] any kind of wearable technology as well.
[7:43] Act 89, you've heard me discuss before, so act 89 mandates that schools provide training
[7:48] to staff to identify, prevent, report any kind of grooming behaviors and professional
[7:53] boundary violations.
[7:55] It requires all communication between staff and students take place exclusively on district
[8:00] approved platforms.
[8:02] We have completed required staff training, so we have an online system where we go through
[8:10] individual training modules for all of our staff members, and then our principals also
[8:15] reviewed another DPI provided Act 89 module about this law. And so staff had some questions.
[8:22] We followed up with a parking lot, had our attorney, but the responses to the staff questions,
[8:28] and I just appreciated them understanding the limitations. So these are healthy limitations to put
[8:35] into place, but nonetheless, there are changes. So I do appreciate how everybody was really tuned
[8:41] in to do that learning and we did communicate out to families before the start of the school
[8:46] year just to ask families also to reinforce those expectations with their students.
[8:53] And then another set of policy that we are still, we're going to be revising as time goes on,
[9:01] head to do with AI guidance for our district. So Jack Walner, thanks to Jack. Mike joined
[9:08] Director of Teaching and Learning and Eric Gitson, SHS English teacher, who also is a member
[9:14] of the National Council of Teachers of English, AI framework cohort, did a lot of work
[9:19] in planning over the summer. Took a look at what other districts in our region were doing
[9:24] and then really thought about what is the guidance specific to Shorewood that feels right for us
[9:30] because all districts have a different take on technology use, approved tools, AI usage, etc.
[9:38] and really our position as a district is that we need to focus on the learning first and the
[9:44] pedagogy first and then consider the role that technology plays. We will not be allowing any kind
[9:50] of generative AI in grades 4K through 6. And then we have provided again a framework for teachers
[10:00] to really go through a decision making process around if we're introducing any kind of AI tool.
[10:05] what our students are not doing, what is the tool doing that students aren't doing,
[10:10] and if this is something that is really taking away from the hard work or the hard cognitive load
[10:16] that we would want students doing, then we don't want to introduce AI for that purpose.
[10:24] So we had great conversations, really appreciated all the work going into that
[10:29] and Jack, Mike, and Eric, walked staff through some different scenarios
[10:33] to think about, you know, here's a scenario in a classroom.
[10:38] Here's how the role that AI would be playing in this scenario.
[10:41] Is this something that, you know, is this a good use?
[10:44] Should we not be using this?
[10:46] Should we take caution, et cetera?
[10:48] So, I'm sure this will continue to develop
[10:52] and we'll have to refine this as time goes on
[10:55] and these tools become more and more complex.
[10:59] question for a staff or like I'm thinking about if a staff use some sort of
[11:09] AI-generated tool. It's feedback on an assignment, something like that. Is that
[11:15] saying that staff use? Because I think about then, what's the message that a
[11:19] kid gets in fifth grade? It's like, wait, you can use it, but I can't. I'm just
[11:23] curious about like the thinking behind that and what the rule is for adults.
[11:27] So, we do have an AI-approved tool, which is Gemini, and that's a closed tool.
[11:32] And another day, I'll have Jack come and explain the difference between closed system and
[11:36] open tools.
[11:37] But that is something that we have control of, and we are not sharing data externally.
[11:45] Right?
[11:45] So Google has a protection on that so that any kind of data that we have here is not going
[11:51] out to the broader web.
[11:54] as opposed to a chat GPT or another tool where that would be more open and we would never want teachers
[12:03] putting any kind of confidential information into a tool like that. And even with Gemini,
[12:09] we still want to be cautious about what we're uploading into that. Similar question that we would ask
[12:15] teachers is, what are you not doing? What is the tool doing for you? So there is a place where there
[12:21] can be efficiencies gained in that and at the same time one of the ways that you really
[12:27] get to know your students' work and learning is by providing them with feedback.
[12:31] So that was another part of the scenarios that we did.
[12:33] We had kind of student-facing scenarios but also teacher-facing scenarios about if you
[12:37] were using it to enhance your practice in this way, green light, red light, yellow light kind
[12:43] of scenarios.
[12:44] So yeah, that's included in our guidance.
[12:48] You know, and I asked a question about that too in the same vein, how is this group looking at what colleges and universities are doing for their take on because I know for my daughter like she does not use AI because it's so restricted at her school.
[13:14] and how we're looking at, you know, explaining this to kids and teachers that this isn't acceptable at a higher level of education as well.
[13:24] I just don't know, you know, are we folding in some of that research into what we're doing for policy?
[13:30] I would say a lot of the work that Eric has been doing over the summer and that group really did take a look at that, Jack. Is there anything you want to?
[13:39] We'll get you another time I can follow up about that specifically. I do know that that's a lot of the work that that national group was taking a look at implications for K-12, but also broader uses. I mean, there's an article or 10 a day about AI use at the university level as well.
[13:57] So I'm sure that definitely has been a part of the conversation what where we took it was how do we protect you know when we think about our promise and what our mission is for students.
[14:10] We value the fact that students are supposed to be doing cognitive heavy lifting and that is a huge part of our task and that's what our educators need to be doing is providing them with opportunities to do that and when we take away.
[14:25] or we open up opportunities for efficiency and we're taking away from that
[14:32] cognitive or the productive struggle. Then we are not doing, we're doing a
[14:37] disservice to our students. I'm curious for students on the board. What do you
[14:44] think about this?
[14:49] Either one or both. I don't think we should use AI just
[14:55] because it gets confusing. Some of them pull from like
[15:00] Add sources, made up sources. And then it becomes this thing where I don't have to do it. I could just look it up. So, like, it makes you think a lot harder. You know the information you're using. And like, unless you're cheating really heavily, you can't use it in tests. So you need to know the information about that. Yeah. Um, I think you made a very fair point. And I've really experienced this about when a teacher or an educator, I see uses AI. It kind of really discourages me.
[15:29] as a student. Just today, the sophomore class presentation had like a little Gemini
[15:38] watermark in the corner, and it just kind of made me feel like, like he gave me less
[15:45] motivation to see that the people who I'm really looking up to in this like space of education
[15:53] using AI.
[15:56] I appreciate both of those perspectives. And that
[16:03] and actually speaking of that, that was
[16:06] a part of the presentation that that Jack Mike and Eric were talking about is particularly in this
[16:15] part Jack and Mike about transparency with use. So when you are using it or when you have used it to
[16:20] enhances slide show, being transparent about that.
[16:26] Well, I'd like to just remind you, there's a nice guy who makes me think of, you know, my kids at home,
[16:31] well, we'll try and limit their use of a phone.
[16:35] And they're like, what about you?
[16:37] And I'm like, it's a great point.
[16:38] Yeah.
[16:39] Right.
[16:39] So how am I adapting to like meet the expectation?
[16:42] Is that for you?
[16:44] Yeah.
[16:44] Absolutely.
[16:44] Absolutely.
[16:47] So a lot of conversation had and to continue to be had on this topic. And it's
[16:54] just interesting to see all the different takes on this nationwide. And every district,
[16:59] I was at a superintendent's meeting last Friday, just with people in the region in CSI-1.
[17:05] And thinking about, you know, the kind of the personality of each district and the culture
[17:11] that each district has is so different.
[17:13] There are districts in our region
[17:15] that want to be the front runners on this
[17:18] and are really embracing this
[17:20] and designing classes around this.
[17:23] So it isn't necessarily a right answer
[17:26] but it really is responsive to who your community
[17:28] is and what your community values.
[17:31] So I'm sure there'll be a lot more to come
[17:32] but I really do appreciate the honesty.
[17:35] On another note, other things that are working on.
[17:38] So I just mentioned a lot of fall sports seasons that are well underway.
[17:43] Sure, would drama will begin at 2026, 2027 season next week already.
[17:48] With auditions for you can't take it with you.
[17:51] As I've shared earlier, Amanda Hall is our artistic director.
[17:54] She is going to be managing this year's stage productions,
[17:57] including our drama programs, our AFS showcase,
[18:02] and the Black History Month presentation in February.
[18:05] And so we will have the October production of, you can't take it with you, another comedy,
[18:13] the comedy of Romeo and Juliet, which will be presented, performed at the Wisconsin Interest
[18:19] Classic Theater Festival later this fall.
[18:21] And then of course, our musical, which is going to be Haiti's town this year.
[18:26] Looking forward to that as well.
[18:30] other topics going on. So I don't want to lose sight of our long-term financial sustainability
[18:36] planning and our budget notes. So we had our annual meeting at the end of August and I want to
[18:43] make sure that we didn't have a whole lot of attendance. So please help promote board members our
[18:48] annual report. We shared that publication. We have some hard copies if people are interested but it's
[18:53] also available online, where we highlight key achievements from the 25-26 school year,
[19:00] including our strategic plan priorities, some of our excellence targets, and also highlighting
[19:06] examples of our student profile and action. So all of the characteristics and attributes
[19:12] that we are working towards to develop in our students, we also have a lot of success stories
[19:16] in there. So it's a beautiful publication. Many things to carry for a lot of hours that went
[19:22] and into telling that important story.
[19:26] Also, thinking about some of the highlights
[19:29] from our annual meeting, we talked about
[19:32] expanding academic and career development opportunities
[19:34] for students, including ongoing review of our advance placement
[19:38] and honors opportunities, dual enrollment
[19:40] and early college credit programs.
[19:43] Our priority of rightful presence this year
[19:45] and our final year of partnership with the Swift Center.
[19:49] It's been great to see improvement
[19:51] on our student growth and achievement as measured by our DPI district and school report cards.
[19:56] We talked about getting better at getting better with our continuous improvement processes
[20:01] and then deepening our partnerships with family staff and residents and we will have continued
[20:06] conversation about important topics starting on September 24th, a community conversation about
[20:13] open enrollment. So please promote this. We'll be hosting this in the auditorium. We have earmarked
[20:20] two hours for this, we will have probably need about half of that time for a presentation.
[20:28] So an attorney is coming to do a presentation about the legal aspects of open enrollment
[20:33] and really explain what the law says, what the implications are for us as a district
[20:39] special education implications as well.
[20:42] We will talk as district leaders about our strategy around open enrollment and then we'll also
[20:48] open the floor for questions and comments. So this should hopefully help give a shared
[20:54] understanding of what open enrollment is. We can have different opinions about it, but
[21:00] we wanted to level set on what this actually means, especially when it comes to thinking
[21:05] about expanding or reducing the number of open enrollment seats as we move forward.
[21:12] And then finally a brief status update about the operating budget as you know, we don't receive our final aid figures until October.
[21:24] So we will talk about those aid figures at the October 13th meeting.
[21:29] And then the board will take action on the budget at the October 27th board meeting.
[21:36] That's it.
[21:38] A lot of great things happening indeed can do you are you able to speak to what this last
[21:45] year with swift is going to look like.
[21:49] So so doctor skeleton was in season district this week.
[21:55] What we're focusing on is sustainability planning.
[21:59] So we did a lot of work. Dr. Jablonski was our partner who came in district last year and she worked with
[22:06] teams of teachers who had dynamic learners in their classrooms and they were really working on
[22:13] proactive planning for all learners in the classroom including students with very complex needs.
[22:18] And this year we're going to be, we'll continue that work, but we want to make sure that we have a plan for sustaining the work after the external support fades.
[22:27] So, after Dr. Skeleton, unless there is a new federal grant to support this work, that
[22:33] would be great.
[22:34] And we could try to be a continued to be a partner.
[22:37] At some point, external support goes away, so we want to make sure we are building the internal
[22:41] systems that we need to be able to continue advancing the work.
[22:45] Oh, that's great.
[22:46] Thank you.
[22:46] Thank you for that.
[22:49] Anybody have any questions about the superintendent's report?
[23:00] I met one of our interns that that working with her guidance counselor she was placed
[23:06] in the orthopedic rehabilitation hospital and was coming and you know she was always
[23:12] interested in it a lovely lovely young lady yeah I'm gonna be a senior and she took the
[23:18] opportunity to learn more about a profession.
[23:22] That's great.
[23:23] I know.
[23:23] Very cool.
[23:24] Nice.
[23:26] Good deal.
[23:27] Moving on to the Superintendents consent agenda.
[23:31] Did I get that in the mic?
[23:34] I would take a motion to approve the Superintendents consent agenda.
[23:40] Motion to approve the consent agenda.
[23:43] Second.
[23:44] All in favor?
[23:45] Aye.
[23:46] Aye.
[23:46] Aye.
[23:47] Any opposed?
[23:47] motion passes. All right, moving on for business and possible board action.
[23:59] We have not accepted
[24:04] this yet. Do we need to move to the SHS scholarship gift commitments? I'll take a motion to accept
[24:14] the SHS scholarship gift commitments. I'll make a motion to accept the SHS scholarships
[24:22] commitments. Do I have a second? Second. All in favor? Hi. Hi. And I think it's worth noting
[24:31] just the thing is again the generosity of our alumni is really remarkable. So Sherwood High School
[24:39] has completed agreements to create two new scholarship funds first from the Larkin family.
[24:44] The Larkin Family Scholarship has been established by Bruce Larkin, Class of 1954,
[24:49] and Rosemary Larkin. And the scholarship will provide a one-time $1,000 scholarship to
[24:56] a graduating senior who has balanced significant work, family, or other personal responsibilities
[25:00] while completing their high school education. recipients must plan to pursue a two or four-year higher
[25:06] education degree or vocational training program. And the other one is the Dr. Arthur S. Larkin
[25:12] Scholarship, Dr. Ellis served as SHS principal from 1996 to 2000 and has created a scholarship
[25:20] fund that will provide $1,000 per year for four years to a graduating senior pursuing a higher
[25:26] education degree. Scholarship recipients may be the first in their family to attend college,
[25:32] demonstrated commitments to community service and support for cultural diversity will also be considered.
[25:37] So these two scholarships, thanks to Board approval, will be awarded at the
[25:41] SHS Awards and Scholarship Ceremony in May 20, 27.
[25:45] That's the best.
[25:46] So many.
[25:47] Those are just really thoughtful and compassionate and generous scholarship
[25:53] opportunities.
[25:54] That's really terrific.
[25:57] Yeah.
[25:59] Approval of OE 7, communicating with village residents and other public
[26:05] audiences monitoring document. I think I'm going to invite Carrie to come up. Oh, good. Yeah.
[26:21] Don't be at your mic. Microphone. Come on, Carrie. Really?
[26:26] Amateur hour here.
[26:29] I just want to note a few things about the report.
[26:34] We have 7.1 and really just call out our work with the alumni population over the last
[26:46] few years and over this last school year and engaging them through district communications
[26:54] as one of our public audiences.
[26:57] The other thing that I would say is, you know, from where I sit in the superintendents
[27:06] office, the amount of communications that Lori does through email with our recreation
[27:15] and community services patrons is really impressive and very timely.
[27:25] So those are two constituencies that, you know, don't immediately come to mind when we're talking about our residents and other public audiences.
[27:37] You know, our patrons may or may not be district residents.
[27:44] The majority are, but again, these are people who may not have students in the district.
[27:50] so that communication is really important and there's a
[27:56] volume of that that's pretty significant. The other thing
[28:00] that I want to call out is on 7.2 just as it relates to
[28:07] school perceptions data. I just want to give you the numbers.
[28:15] Okay, so this indicator was modified so that we are excluding those who don't know or
[28:24] who answer don't know or does not apply.
[28:28] So this past school year we did have increased response from community members to the school
[28:32] perception survey in part because they were interested in providing input about our financial
[28:39] planning questions. So in comparison to last year there were about 85 responses last year compared
[28:50] to about 125 this year. But we were not able to meet the compliance guideline just by
[29:03] hear people. Let me ask you because you know what I'm asking you. Yeah. How did we ever establish
[29:10] 70 percent? I don't know. I really think it's it's disadvantages and it's inaccurate because
[29:18] there are probably no. First of all, you're only getting 51 of 74. Right. So the overall population
[29:26] of community members who do not have students enrolled in the district who replies to the survey
[29:33] this year and each question varies, right? So, call it 121 to 124. So, that's the population.
[29:43] And then of that, you know, between 35 and 50 people in each of those questions sets may have
[29:50] said don't know or doesn't apply. So, I just want to kind of lay that out to you as it relates to,
[29:57] you know, the data that you're seeing here as it relates to.
[30:00] Compliance. Right. Because when it does is it begs the question again, maybe we need to look at this. Setting us up for failure, because we're never going to get more, we're never going to get 70%. No, no survey is going to get 70% on this particular item. And yet, I'm not going to disagree with you. If you've seen enough way, do you read this? Do you read that? Do you receive this? What other kinds of things would you like to get? You might, we might.
[30:28] because the school perceptions doesn't do that but I think this makes us look poorly when
[30:34] it is inaccurate. Well so we'll have an opportunity to talk about that at the
[30:39] October 13th workshop on this monitoring document as well as OE3 which is the
[30:46] companion that speaks to communications and treatment about district staff
[30:53] families and students. So, you know, over the last few years, we have really taken a hard
[30:59] look at this kind of question, and whether it is, you know, serving your compliance, you know,
[31:08] informing your compliance discussions. So, we've made an effort to kind of quantify some
[31:19] of the other activities.
[31:22] And again, Superintendent Burgos does a lot of community engagement, so I've listed
[31:27] those there.
[31:28] And really, the overarching thing from the last year was certainly our task force work,
[31:34] the communication about participating interest, community updates, and information sessions,
[31:42] our written work that goes in the Village Manager's memo, social media, et cetera, just
[31:48] constantly layering those messages that district families get to our village
[31:55] residents and these other audiences. Yeah. And then I just want to touch on the
[32:04] areas of focus for continuous improvement. We are trying very hard to see
[32:10] focused on specific elements of our strategic plan, both the priorities and
[32:17] benchmarks for success and evidence of those in a storytelling format. If you've gotten
[32:24] your most recent issue of Shorewood today, the really both articles, both feature articles
[32:31] focused on strategic plan priorities. The other focuses for continuous improvement are increasing
[32:42] housing, village, resident and public, other public audience participation in these community
[32:48] conversations that we're having about long-term planning or other topics, so financial
[32:55] realities, but also key topics in education, AI, neurodivergence, you know, human growth and
[33:05] development, some of these things that are mandates for us that have committees, et cetera.
[33:11] we really do need to involve the community.
[33:16] Evaluating satisfaction in different ways.
[33:19] Metrics, you know, reach whatever you wanna call it
[33:23] if you wanna use giving as a metric.
[33:26] And then, you know, our alumni population
[33:28] has really been pretty incredible
[33:31] over these last few years since we, you know,
[33:34] kind of brought the all-class reunion out of dormancy.
[33:37] And then finally, a district, our size needs to comply with federal ADA compliance guidelines
[33:47] for communications in April of 2028, so we have some time.
[33:52] Bigger districts are already, you know, in that compliance window.
[33:56] So we've started talking about that, planning for it, you know, what tools do we need, what
[34:01] training do we need.
[34:02] So that'll be a major focus over this next year for me and for a lot of other people in the district.
[34:12] Any questions?
[34:16] Well, just going back to board indicator two, you know, the benchmark of 70%.
[34:24] Can't say why I was set, but it was, you know, it was a strive, which is good.
[34:29] It's good to strive for more and it sounds like your,
[34:31] It's improvement over the previous year indeed. So that's great. And what we did different was a very targeted question about taxes.
[34:43] So this might be a communication that those peat that absolutely.
[34:47] Right.
[34:47] Community invested interest.
[34:49] Yeah.
[34:49] Yeah.
[34:50] So I think there is still value.
[34:52] you know, and things we can learn about and maybe the next survey is like, those might
[34:58] be the areas of interest for those community members.
[35:02] Right.
[35:03] I mean, so at the workshop, you know, it would be great opportunity to discuss, you know,
[35:08] how can, you know, planning for those surveys now, you know, because the survey windows will
[35:18] be in late March or early April. So if we do want to introduce that or if you do want
[35:24] to introduce a specific question set to one of our key audiences, that's a great opportunity
[35:33] to talk about it and start planning. I have a question. The expectation is community
[35:42] members whether they're parents or not correct. Well what we do on this is we filter out people
[35:50] who've responded that they have students in the district so we only want so we define this
[35:55] as village residents who do not have students in the district. We have a separate OE for family.
[36:01] And she's that's OE three. Yeah.
[36:08] So it's almost like, um, going on what Mary's just said, if we wanted to keep such a
[36:15] thing higher, yes, we could look at it across. We're looking at 74 people. The real question is,
[36:24] do you know how many thousands of residents here are in the district without children?
[36:29] and we are getting, so the question to us should be not what they said, but people don't do service, right?
[36:37] So should there be other ways to reach out to people who are not, and I can tell you that when I get to the report
[36:44] because I can tell you some more about the Sherwood today, which is something that is well-loved as a communication device,
[36:52] mostly by me at this committee that I'll tell you about at least.
[36:55] I mean, we should be pretty glad, I guess,
[36:58] if 74, that's more than last time.
[37:01] I mean, maybe we should be looking at paid it last year.
[37:03] We have 35 and this year, we have 74.
[37:05] I don't know, I'm making up to 35.
[37:07] I mean, one thing would be to track as we do
[37:09] and some other things, have we increased the number
[37:12] of participants, right?
[37:15] And not focus on, the strive might be
[37:19] to increase the number of participants.
[37:23] Yeah, well maybe it's both end. Yeah, I feel like and we went we investigated this once before I'm
[37:30] teen times before because we had a whole bunch of these indicators and they were all stuck at 70
[37:34] and then when we asked about it, I actually think it was Emily she went back and looked and there's
[37:39] no need to know research that supports that number. It was just a number that the group made up.
[37:50] They
[37:51] would be the like what other districts do? What is reasonable for our size population?
[37:56] Stuff like that. Right. And I think that the workshop that's the the the main it's not even really
[38:01] about percentage is like what exactly are we hoping for? This the the crux whether it's 70% or 50%
[38:08] or 90% is really about whether people on this particular metric believe that we are communicating
[38:16] effectively. What's ironic about that is that somebody doesn't read or participate in the survey,
[38:22] right? I mean, anyhow, right? I mean, but so the question is, what is it that the board from
[38:28] and from when you think about operational standard, what is important to the board? Is it the opinion
[38:34] of people who may or may not respond on the survey that they believe the district is communicating
[38:39] effectively? Maybe. Is it that we provide opportunities for the public to engage in decision making
[38:46] processes. That's a different question. So we can talk about all of those different elements of
[38:52] like what actually constitutes effective communication with people who don't have kids in the
[38:56] district. For sure. So it's, you know, whether it's 70, 50 fine, we can, we can have that discussion,
[39:03] but broader I would zoom out and just think like what's really important to you as board members
[39:08] because ultimately that will tell me the kind of work that we need to do with the game.
[39:14] I would also just add that it's also okay that we're not compliant in this particular piece, right?
[39:22] It doesn't like it's hard. I mean, not compliance sounds negative, but right now these are the
[39:30] parameters that we're dealing with. And so we're okay as a board at this number right now, even though it's not
[39:37] compliant. Yeah, but you set yourself up. I appreciate what you're saying. Yeah, all right.
[39:43] On the other hand, why have a measure that doesn't really measure and is not very helpful to us?
[39:49] And actually makes us, which is, which is what we'll look at over 13th. But I don't want anyone to
[39:54] think that we're like trying to rig the game. So all we do is compliance, right? So we can revisit
[40:01] it, but I'm I don't have bad feelings about. Yeah, no, I just wanted to give you the number
[40:08] because it is what it is. Yeah, and it's important. Yeah, context. Absolutely. Um, so, yeah,
[40:18] any other questions? And here is the annual short. It's awesome. Awesome. It really is fantastic.
[40:25] if I want to take some to bring to the meeting tomorrow.
[40:28] The sure would be great to be meeting.
[40:31] And before Carrie steps away,
[40:33] Carrie, I just want to say thank you.
[40:34] Carrie, as you know, when Maria left us,
[40:37] this was one of the moves that we made
[40:39] because we've committed to when we have a resignation
[40:42] to taking a look at how might we think
[40:45] about people's roles and responsibilities differently.
[40:48] And so Carrie might have signed up for more than she bargained for,
[40:51] but I just want to say thank you for saying yes
[40:55] to trying this out because it is it is a lot and we do have a community that has high expectations
[41:01] for communications but really appreciate all of your work and support and the quality of the
[41:07] productions of all of the communications you've been doing for us. Stay right there I have one more
[41:12] question and I'm so sorry. Have we gone through an ADA audit on our website? Our website and it
[41:20] But it is discussed in OE7, so final site which is our platform is ADA compliant.
[41:28] The issue is following the compliance guidelines, so that's a staff driven item.
[41:38] So we've talked about that in various administrative meetings, talked to the administrative assistants
[41:43] about it.
[41:44] So if you're following those guidelines for point size, the headings, how you use them
[41:51] Yes, exactly. Text size, the final site, their services and the platform are ADA compliant, but it's up to us to make sure that we are following the guidelines they've got. Great. Thank you.
[42:11] That's going to be a lot of work you'll be hearing a lot about over the course of the next year and a half.
[42:16] Mm-hmm, like, yeah.
[42:18] Yes.
[42:20] OK.
[42:25] I need a vote on that.
[42:27] I know she's in a vote.
[42:29] Well, do we want to vote on it?
[42:30] Before we've had a chance to make any modifications?
[42:35] Yeah, on the vote.
[42:37] We can be modifying it, though, for next year,
[42:39] for the next go around.
[42:40] Yeah, I want to find it now.
[42:42] Correct.
[42:43] Mm-hmm, right.
[42:43] That's what we would do at the workshop.
[42:45] Yeah.
[42:46] So we're stuck with this.
[42:47] Well, you would be, we would be right now.
[42:51] I mean, so it doesn't change, it really, I mean,
[42:53] we're presenting this, we're presenting this
[42:59] as in compliance with noted exceptions.
[43:01] Well, Carrie just mentioned that we could,
[43:04] we could approve it, that we would bring it back
[43:08] with changes after the workshop,
[43:11] that we're just suggesting?
[43:12] Or that the whole thing would change this report.
[43:14] we look at the indicators. Right. Yeah.
[43:19] So, right now, if you make a motion and improve, it would be accepting the report as presented
[43:25] and like in terms of the board's disposition, you could note that further dialogue around the
[43:30] indicators will take place at an upcoming workshop. And maybe even note in the board's disposition,
[43:37] the need to examine that particular 7.2 for the way the metrics. For the metrics. Yeah.
[43:42] Yeah, nice work. Thanks. Yeah, the magic. But I, yeah, I mean, right. Um, I'd still like to ask for a motion to approve today's report.
[43:55] Oh, he's seven. So moved. So it can all in favor. Hi, hi, all opposed. Okay.
[44:06] Motion passes.
[44:09] Board governance, community linkages, slash listening sessions are favorite.
[44:17] Well we wanted to bring this so with the school year starting up we know what happens
[44:21] to calendars if we don't get things calendared and thought since we were talking about communications
[44:26] that it would be timely for the board to talk about its disposition with regard to linkages
[44:33] and listening sessions. Last year a lot of our community engagement work revolved around
[44:39] the task force and even in the fall we had some information sessions, we had an update
[44:46] in March, then we had our community meeting in May and lots of opportunities to engage.
[44:52] But I know board members in the past have also met with staff or internal groups, so we just wanted to talk
[44:58] about.
[45:00] You know, what the board would like to do? Is this all for this year? Talk about which, which of us are going to attend, but not just these, these are the community linkages, but we're not going to, you know, like, CISA, and no, we did that. This is just our district linkages, you know, the linkages is extremely long. And I think that has been.
[45:29] in the past problematic because there were so many in terms of the burden on
[45:34] the board. Yeah, so in this friendship, so they're there for rappers, and they're
[45:40] very righteous by the what option to place last. Yeah, and so I was trying to
[45:47] preserve it so that we can understand the sessions and the
[45:57] teaching and things have been and prior to that.
[46:02] I'm here.
[46:03] I really share.
[46:05] Okay.
[46:06] Yeah, last year,
[46:08] looked like we focused on meeting with the leadership teams at the very schools.
[46:15] That was really the focus.
[46:17] It looks like.
[46:18] And I thought it was really valuable meetings.
[46:21] It was really.
[46:22] Well, really good to do.
[46:24] So I
[46:31] mean, I would, I would like to do, um,
[46:37] also do more of those meetings with the leadership team at the school.
[46:41] Mm-hmm.
[46:44] As anyone have strong opinions about which ones or.
[46:49] If any like, I know at water pretty well.
[46:55] Yes, I don't mind doing like maybe the high school or like block because I do not have kids at either one. Yeah, that's what you should absolutely do that.
[47:11] Let's see. I'm just trying to get a few. Yeah, carry the link out so then you can see it.
[47:22] Yeah, there isn't an attachment.
[47:24] If you just check your email and carry just recent
[47:29] a link to your email with this spreadsheet,
[47:32] it starts at, so I'm gonna take row 27.
[47:38] So there's families of students with disabilities.
[47:47] That one is often well attended.
[47:51] It's usually in person and online
[47:54] to accommodate families at water.
[47:59] Oh, air and jumping all over.
[48:04] Yeah. The whole world. Yeah. I will get. Yeah. Oh, I see. Okay. Which ones? Yeah. Oh, okay.
[48:19] So in column B, put that down to show her interest. That's what I was. That's what I was talking about. Thank you.
[48:26] I would be interested in doing the youth rising up specifically because Amanda's new
[48:31] to the program and I'd love to be able to engage with that group.
[48:38] I mean, not new to the program, but.
[48:40] Yeah.
[48:41] Nelson and Tanesha will still be advising, but they're going to be working closely with Amanda.
[48:45] I'd like to work with her on that too.
[48:55] I'd be interested in doing, did we do SIS students last year?
[49:01] I don't think so.
[49:02] No,
[49:07] I had focus groups with students who did the focus groups and then and with with the board wraps. Yep. Yep. I mean, I
[49:17] That works if that's it falls in to I love that. I do. I kind of wanted. I mean, we can schedule some of it too is all about timing. Sure. I mean, that's there are a lot of groups. So it really is
[49:34] It doesn't have to be no.
[49:43] Brian, do you have any interest in any of these linkages?
[49:47] I join you with SAS building.
[49:52] You're for Aaron.
[49:54] You two want to do SAS leadership?
[50:06] What about with families?
[50:09] Did that happen last year?
[50:11] I don't know.
[50:11] I just would coordinate.
[50:13] So what are the last years in the right.
[50:15] But
[50:22] I don't know if family, I'm happy to go to the meeting with the families of students with disabilities.
[50:37] I would do that one with you. Yeah, okay.
[50:40] A
[50:46] piece of wisdom that we did yet, which is probably not a coincidence, is that short
[50:51] high school parents and guardians don't wait for our engines to talk to you.
[50:56] So when you hold one for short high school parents, you get parents that are already here that are active.
[51:05] Otherwise, as Tim Kennedy says, they call them.
[51:08] They don't wait for a meeting to find out the answer.
[51:12] So they go to the guidance conference.
[51:13] So I don't think it was my feeling wasn't we scheduled it so two years in a row when you sat here and you kind of
[51:20] You've got a coffee in my home.
[51:22] So I wonder if another way to think about it would be so we've got you know like this can
[51:30] divided out by the who if we thought about you know kind of what Carrie mentioned earlier is if we had a linkage that was really around like
[51:39] neurodiversity. And then just open that up to any family who wanted to come that might be an
[51:48] opportunity or technology. So it's, you know, kind of more topical, but it is, that's different
[51:57] than, you know, if you're saying we really just want to hear from families. I think sometimes,
[52:01] if we're not clear about what the ask is, families would say, well, I'm not really sure,
[52:06] or what, what is it that you want to hear from me about?
[52:09] So, and I think that's why here was listed,
[52:12] coordinate with PTO to try to, you know,
[52:15] when there's an event happening,
[52:17] to try to do it in conjunction with an event
[52:19] when parents are already coming.
[52:20] Otherwise, it's one more thing and it's, yeah, complicated.
[52:24] Thank you.
[52:26] Session on.
[52:27] At Nantes, my question.
[52:29] Microphone player, oh, I'm sorry.
[52:31] When we had a, you know, this session here,
[52:33] we got a wide range of parents from all the different grade levels and and teachers who
[52:40] parents who were teachers at other schools willing to share and talk to us about their
[52:45] experiences. So I think you're right that the topic is draws people in of they're interested.
[52:51] We could find out from PTOs which topics are most interest to family members and want to have
[52:57] more discussions above them.
[53:01] You probably know that. And can we just remind ourselves, you know, what, when we were signing this
[53:06] up for this, what does it, what's the responsibilities and the duties for this linkage as a school board
[53:11] member?
[53:14] So I felt like when we met with the leadership team is just connecting with them, how things
[53:18] are going, changes, concerns they might have, if they felt that was the space and then coming back to
[53:25] the board with, you know, I think note taking and concerns and or accolades that come out
[53:34] of that meeting. And then I think reporting back to the administration and then a board
[53:40] report. And some of that I think looks a little different for each of these linkages too.
[53:49] You know, in the past, I know what that when I met last year with the families with disabilities
[53:53] is really taking harder leading a meeting for the group, so it's a very different.
[53:59] Sure. No, I'm not sure what you're saying with the leadership team, so.
[54:04] I kind of envision it not to unlike, I mean, it's a little more casual and not set in the structure
[54:09] of being in a board meeting, but when people come and speak to us and then we follow up and
[54:18] reach back out afterwards about any issues or concerns that were to come up.
[54:23] Um, instead of like necessarily addressing it in the room at that moment.
[54:28] Yes. Right. Have the conversation and then. Yeah. Go for me. Okay. Report back.
[54:35] At least that's how I envision it. Yeah. We also could provide a template.
[54:38] I think we've used in the past just for some, you know, for the board reporting piece of it for consistency.
[54:48] But if you hear things, you know, I mean, just the other last week at,
[54:53] at water as I was kind of mingling and talking to the parents who were celebrating the first day of
[54:59] school after that first bell head wrong. Yes. You know, there is a there seemed to me a lot of
[55:06] interest in how we support neurodivergent students could be a topic where we would get a great feedback
[55:13] from families and do a lot of learning. We could also pair that with we do our partnership with
[55:20] children's also allows for them to do some community presentation so that could also be something
[55:26] where we paired it with one of our therapists coming and doing a community-based presentation
[55:30] around supporting your child who might be neurodivergent and then talking about like what we can do
[55:35] better at schools to support students and families. So that's another way to think about it as well.
[55:41] I think it's a little more fluid than than we are looking at it. You know, we're looking at an
[55:47] Excel spreadsheet, but it really can be anything. And it really is the drive of the board.
[55:53] Like, yeah, what this looks like. Yeah.
[56:00] Well, Carrie, do we have a good start? You think?
[56:03] And I like the idea of the neurodivergent topic piece and the wellness.
[56:11] Uh-huh. Yeah.
[56:14] So anyway, there are six here. So I'll make that. It's my priority. It's all a huge
[56:19] and try to get folks together, and then I'll circulate it back to you that you've been asked to leave.
[56:28] Okay, thank you.
[56:29] Thank you very much.
[56:31] Can I ask the students here real quick?
[56:34] If you had a meeting with a school board member,
[56:36] even think back to all the way to elementary school,
[56:39] what kind of things would you want to know about?
[56:41] Or would you be interested at all?
[56:43] What
[56:47] do they do?
[56:48] What does the school ward do?
[56:51] They're with elementary students.
[56:53] Yeah.
[56:54] Yeah.
[56:54] Yeah.
[56:54] You know, FIS students.
[56:56] You think you would say.
[56:57] You're an ambassador that at water in Lake Blah.
[57:00] And or you're still figuring it out.
[57:03] Is your finance?
[57:04] Yeah.
[57:05] It's a tough one.
[57:06] I'm also.
[57:07] I'd probably have more interest in my field trips.
[57:10] Like can we take more?
[57:12] Yeah.
[57:13] Yeah.
[57:14] Yeah.
[57:16] I don't know. I think I would wonder about just like what you guys do, like the decisions
[57:23] you make. That's great. Good question. That is a very helpful.
[57:29] Aaron, you were supposed
[57:30] to handle that in your meeting. No, I think because we do have like SIS student, that water
[57:39] students on this list, though, be good to know what they really, you know, to think from
[57:44] the student point of view, what do they really want from this school board? Also, I think,
[57:50] what's they're going to say? Oh, I think they might like to know how they can participate.
[57:58] Yeah. Yeah, we like student participation.
[58:06] That's great. Thank you both.
[58:10] Okay. I think we are on to the Board Consent Agenda. I will take a motion.
[58:20] I'm still
[58:21] taking a motion. The Board Consent Agenda. And I get a very own in favor. Any opposed?
[58:30] Motion passes. Not to take it away. So this board resolution who we submitted to?
[58:36] is it all?
[58:39] Oh, the I'll send that to Julie Underwood. Julie Underwood? Okay. All right. Uh-huh.
[58:47] Good. Thanks. And and Abby just looking at the agenda. I know we had student achievement
[58:55] results and we quickly went to public comment, but I didn't know if the student reps wanted to
[58:59] introduce themselves like and just think by the way I did go pretty quick there. So let's do that
[59:06] just before our second public comment. Awesome. Thank you, Laura. Yeah. Again, welcome. And
[59:13] which both of you just introduce yourselves and tell us a little bit what you're doing and
[59:20] what year you are and what you're studying and take it away.
[59:27] My name is Eva. I'm a senior.
[59:31] I'm really excited to be here. Learn more about what you like. Do
[59:35] and just like the stuff you don't hear about that goes on in the background I'm
[59:40] excited for that. I really like science. I had anatomy last year we dissected a
[59:48] frog that was really nice.
[59:51] Yeah that's great thank you. I'm Sebastian and I'm a
[59:58] Junior here.
[1:00:00] I'm really excited to get to know all of you, and I'm really excited to be able to help the community and be able to like educate not just the students about what's going on in here, but you guys about what's going on out there. I'm participating in a lot of different activities here. I'm in Ripple's, I do theater, I do band, and I'm in student council. I don't have a position, but I'm in student council.
[1:00:29] council and I like math, I like science.
[1:00:36] One of the things that if it's okay go ahead that the
[1:00:41] last year students did is they periodically brought a report to us that just from asking people
[1:00:49] and it wasn't a big scientific report you know we were but you know we're talking to people this
[1:00:54] is a concern and actually sometimes they went further and actually did do a collected
[1:00:59] information on what students were worried about or upset about or
[1:01:05] yeah we were told some stuff yeah so feel free to bring back any any concerns from
[1:01:12] your cohorts and we're happy to discuss that with you we always want to hear from the student body
[1:01:20] two great years. Wow, Junior, you've got ACT, senior, best year yet. Well, welcome again.
[1:01:29] Thank you. Public comment, there's no one in the gallery, Jack. Okay, thank you. And
[1:01:37] does anyone have a board member report? I think Ellen does. I've been attending the short
[1:01:44] today group they we had another meeting it should have been our definitive meeting deciding on what we're going to do with sure what today and two of the stakeholders were unable to come though they had agreed to so you could you you can imagine that some of us.
[1:01:59] We're a little bit concerned because we've gone to a lot of effort to make sure we were there on time blah blah.
[1:02:08] I've been very clear that we are very much supportive of the shorewood today, that we very
[1:02:14] much want to continue the standards that have been, I thought I brought it to a different
[1:02:21] folder.
[1:02:22] The standards that have been used in the past, that we like the relationship of keeping
[1:02:27] the number of advertisements to 40% and having more articles, that we are, you know,
[1:02:34] But we're really interested in we like the show today. We just want to keep it going some of them are
[1:02:41] Twittering around these outside. So we're meeting tomorrow from one to two.
[1:02:47] I'm going to bring the annual report to show each and every one of them the kind of work that that is done locally because they seem to have gotten enamored some of them with somebody else.
[1:02:59] try to remind them that we were not necessarily Cubs fans, more often to be
[1:03:04] grewers fans, so we got to remember who our local people are, local, and so I
[1:03:10] want to show them that kind of work that and so I'm hopeful that we can come
[1:03:16] to a decision. It is not an expensive operation when each group puts in in
[1:03:21] $6,000 to $7,000.
[1:03:23] And so when I asked, I said, well, how much does each stakeholder,
[1:03:29] each stakeholder agency, did we spend last year?
[1:03:33] It was $6,000, and I said, okay.
[1:03:36] So add in inflation, add in cost of postage,
[1:03:39] add in this and that.
[1:03:41] So maybe it's going to be almost $7,000.
[1:03:44] Yeah.
[1:03:45] All right, is that going to stop anybody from doing it?
[1:03:48] Of course, there was only two people there myself
[1:03:50] someone else. And so I'm hopeful that I can be more hopeful and that the decision is reached
[1:03:56] that reflects where we stand. And I kept saying the school likes this. This is the chance for us
[1:04:02] to get out to non-school parents. We get out to the community and community members tell us
[1:04:08] that they like it and they read about what's going on and they let all the pictures of the kids and
[1:04:13] and all that. So hopefully, and one really good idea. And Sebastian, you might be interested
[1:04:20] in it. There was a discussion of having some students work on the show today, particularly
[1:04:25] students who are in the newspaper of the year. As interns are just an opportunity to help
[1:04:30] in the file development of it. It doesn't have to be you. You may have enough on your plate.
[1:04:37] I know, I was just going to say, let's see if there's any other students who would like to get out and work.
[1:04:44] You know, it's when, when the, you know, and meet people doing this kind of work outside of the school.
[1:04:50] So I'll make sure to come back with that.
[1:04:54] Great, that's it. So thank you, Ellen.
[1:04:56] I am bringing it across the.
[1:04:58] I'll be anxious to hear what happens.
[1:05:00] I'll send you a note.
[1:05:01] Great.
[1:05:01] of the meeting. Anybody else have any? No, we are new to the school year, so not much has been
[1:05:08] happening from our end. Okay, review of to-do and future agenda items.
[1:05:19] Lori is going to handle the
[1:05:20] resolution submission for us. Thank you for that.
[1:05:29] What?
[1:05:35] I'm sorry, I see that again.
[1:05:40] We have the
[1:05:41] check with Sherry, that might need to move to COVID.
[1:05:44] Well, we'll chat a little bit.
[1:05:45] We'll chat a little bit.
[1:05:48] OK, so asterisk next to that one.
[1:05:53] Anything else?
[1:05:54] I don't think so.
[1:05:56] Then we will recess and debrief.
[1:06:02] We haven't changed the questions from her last attempt.
[1:06:05] As a board, how did we stick to our roles for governance
[1:06:08] and not get into operational management?
[1:06:14] splendidly. Yep, no problem. Yeah. Yeah. Did our meeting and discussions link back to our
[1:06:20] results policies? I.e. what we want our students to know and do.
[1:06:26] Yes, I think the technology
[1:06:28] and the AI discussion definitely addressed that. Yep. Yeah. And what ways do we focus on equity
[1:06:36] in excellence.
[1:06:44] I've lost my, um, I shouldn't have. Yeah, we have to look at our agendas to see what we've talked about.
[1:06:55] Well,
[1:06:58] I think, um, addressing our student reps and engaging them in our conversations and what our
[1:07:04] expectations are is definitely tied to our, our equity work and excellence and receiving two wonderful
[1:07:14] scholarships. That's it. You know, you started off by saying, and Carrie said that the community
[1:07:21] or the glory, the community is giving money in terms of alumni money. Well, here's a nice
[1:07:26] example of it, you know, and that does help us with everything. Well, and the topics related to
[1:07:31] those are definitely equity. Exactly. Exactly. The things that they were looking for.
[1:07:38] What is,
[1:07:39] What could we have done better to be more effective as leaders and as a board?
[1:07:45] Anytime we finish a meeting at seven o'clock we must have been very effective.
[1:07:49] Very efficient.
[1:07:51] Very efficient and very effective.
[1:07:53] I would only say for my own perspective, my own job, I did not look at that linkage
[1:07:59] beforehand and I will do better on that moving forward.
[1:08:03] Which one?
[1:08:03] The reviewing the linkages.
[1:08:05] I was not prepared for that.
[1:08:07] Yeah, that's my fault.
[1:08:11] But overall good work. We are adjourned.